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Every claim below was made in this piece, quoted word for word and numbered in the order the piece makes them, so you can read it there rather than take our word for it. The sentence above each quote is our reading of the claim, not their wording. Each quote was checked against a stored copy of the page at build time; where the two differ, the quote is the fact.
Our reading
Their wordsA growth mindset isn’t just about effort. Perhaps the most common misconception is simply equating the growth mindset with effort.
Their wordsStudents need to try new strategies and seek input from others when they’re stuck. They need this repertoire of approaches—not just sheer effort—to learn and improve.
Our reading
A growth mindset means telling students the truth about their achievement and helping them improve
Their wordsIt is about telling the truth about a student’s current achievement and then, together, doing something about it, helping him or her become smarter.
Their wordsMust it always come back to finding a reason why some children just can’t learn, as opposed to finding a way to help them learn? Teachers who understand the growth mindset do everything in their power to unlock that learning.
Their wordsBut the path to a growth mindset is a journey, not a proclamation.
Their wordsLet’s acknowledge that (1) we’re all a mixture of fixed and growth mindsets, (2) we will probably always be, and (3) if we want to move closer to a growth mindset in our thoughts and practices, we need to stay in touch with our fixed-mindset thoughts and deeds.
Their wordsIf we “ban” the fixed mindset, we will surely create false growth-mindsets. (By the way, I also fear that if we use mindset measures for accountability, we will create false growth mindsets on an unprecedented scale.)
Our reading
The growth-mindset message may have stressed effort too much and made change sound too easy
Their wordsMaybe we originally put too much emphasis on sheer effort. Maybe we made the development of a growth mindset sound too easy.
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